Licenciatura em Química (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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5 resultados
Resultados da Pesquisa
Item Propostas didáticas na abordagem Ciência-Tecnologia-Sociedade (CTS) para o ensino de Química a partir de tecnologias sociais(2021-03-08) Silva, Paula Priscila Monteiro da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/1991208361955032Item Análise do uso de paródias sobre eletroquímica, de autoria de estudantes, como estratégia didática no ensino de Química(2021-07-15) Silva, Diego Florêncio da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/0025065221774993In this research, we aim to analyze the objective of analyzing the use of parodies, authored by students, as a didactic strategy in the teaching of chemistry. Methodologically, this research is qualitative, was developed with 42 students from the 2nd grade of high school, and followed four steps: elaboration of the questionnaire; didactic intervention planning; development of didactic intervention; data analysis. As for the students’ prior conceptions about aspects related to the Electrochemistry content, we noticed that most students expressed coherent prior conceptions from a scientific point of view about some aspects related to the Electrochemistry content. As for intertextuality, as one of the elements of the Parody genre, we can say that in all parodies it was identified, however in different degrees, that is, in some parodies produced by the groups, intertextuality was more noticeable than in others. Finally, in the parodies produced by the students, from the perspective of the concepts of the Electrochemical content used by them, we can say that in them, the students used different concepts as a basis, among which we highlight: oxidation number, oxidation, reduction, oxidation-reduction, anode, cathode. The results of this research may reflect contributions to research in the area of teaching Chemistry that has as its object of study the use of parodies as a didactic strategy, highlighting the role of students at the time when they chose the songs to be parodied and produced their own parodies.Item Uma estratégia de ensino e aprendizagem com o enfoque CTSA numa perspectiva contextualizada através do conteúdo de eletroquímica(2019-07-02) Silva, Bianca Maria da; Freitas, Kátia Cristina Silva de; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/5859266863241551; http://lattes.cnpq.br/4826281281005863The Didactic Sequence (DS) is a classroom organization technique widely used in the Natural Sciences teaching, providing sense to the teacher’s pedagogical practices themes. Through its utilization it is possible to establish, for example, an investigative teaching, with the problematization, organization of the subjects and application of knowledge. In the construction of these activities it is necessary the attention to the taught content, the student’s cognitive characteristics, didactic dimension related to the teaching institution, learning reasons, significance of the knowledge to be taught and planning the activity execution. In this sense, this research aimed to apply and evaluate a DS teaching focused on Science-Technology-Society-Environment (STSE) with a problematizing perspective and contextualized through the electrochemical subject. The results showed that when planning teaching activities in a STSE perspective, it is observed that the students presented a facility for understanding the content.Item Análise de diferentes modos de pensar e falar sobre calor expressados por estudantes a partir do trabalho com vídeos e estudo de caso(2018-08-28) Gomes, Gabriel Soares; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/8975279027875743This study proposes a didactic sequence focusing on the use of videos. Our objective was to analyze different ways of thinking and ways of speaking expressed by students in chemistry classrooms, from different contexts, brought in videos about situations and phenomena involving the concepts of heat. We believe that the use of didactic strategies that count on the exhibition of videos can establish a new dynamics of contextualization in the classroom, structuring the teaching and facilitating the students' learning. The application of the didactic sequence happened with students of the second year of High School in a reference school in Olinda-PE, the sequence had four moments, in the first one the previous conceptions were raised and the profile of the students with the videos were traced, in the second and in the third moment the concept of heat was approached in an expositive dialogues class having two videos as resource. The videos that were used in the didactic sequence are of the YouTube channel of Minutephysics, being chosen those that talk about heat. At the end of the third moment a study case containing three situations was delivered so that the students could solve the case, in the fourth and last moment the students presented the solutions found by each group and a video was presented. To analyze the data, we used the theory of the conceptual profile proposed by Mortimer (1995) to understand the process of conceptualization about heat from dynamic articulations between different ways of thinking and speaking that find meaning in specific contexts. We will take into consideration the conceptual profile proposed by Amaral and Mortimer for the heat (2001). Based on the zones of the conceptual profile of heat, we analyzed the videos used in the sequence and found the rationalist zone, the realist and the empirical one, for the previous conceptions raised we had the emergence of the rationalist zone and the realistic zone. At the first moment of the sequence the students emerged the rationalist zone, in the second moment the rationalist zone is found in the solutions. In the third moment two zones arise, the rationalist and the realistic. The results show that the videos can promote the emergence of diverse contexts and the discussion of different ways of thinking and ways of talking about the concept of heat. We emphasize the importance of this and other resources being introduced in the initial training so that future teachers experience innovative experiences in chemistry teaching and can include them in their teaching practice.Item Biossensor como proposta alternativa para o ensino de eletroquimica(2018) Guerra, Angela Cecília Soares; Souza, Sandra Rodrigues de; Freitas, Kátia Cristina Silva de; http://lattes.cnpq.br/5859266863241551; http://lattes.cnpq.br/4678692939311710We report an investigation directed to the speeches that occurred as the students of the 3rd year of high school in a public school located in the neighborhood of Santo Amaro / Recife-PE, aiming to analyze the biosensor theme as a didactic proposal complementary to the teaching of electrochemistry. For that, a sequence of activities involving diagnosis, expository class, and dialogue, experimentation, contextualization and problematization were elaborated. Results showed that it is possible to work with the biosensor theme in high school to encourage students to use scientific knowledge. The students who presented difficulties in understanding the chemical concepts of oxidation / reduction and pile after didactic strategies used is a result that is acceptable because the contents involve the principles of electrochemistry have often been pointed out by teachers and high school students as one of the issues that represents great difficulties in the teaching-learning process. Due to the good performance of the students who were willing to participate in this research we can consider that the proposal proved to be a useful strategy for the production of answers and explanations about the knowledge of the principles of electrochemistry. Even for the students who did not reach the understanding of this content, the results indicated that actions like this can be a tool that helps the students to become aware of how they understand the difficulties involved in the concepts of electrochemistry issues.